LISTENING AND SPEAKING: Speaking Applications
K
1
2
3
4
5
complex
While participating
in grade appropriate
tasks, the student
makes both formal
and informal
presentations by:
*making class
presentations about an
important life event
using a simple
sequence (e.g. telling
the class about a
birthday celebration)
*role-playing and
acting out stories (e.g.
fairy tales, songs,
rhymes)
While participating in
grade appropriate tasks,
the student makes both
formal and informal
presentations by:
*making presentations about
an important life event using
accurate sequence (e.g.
family event, a special day)
*making presentations
describing a person, place,
or thing with some attention
to detail (e.g. telling the
class about a favorite
restaurant or book)
*dictating a story in accurate
sequence
While participating in grade
appropriate tasks, the
student makes both formal
and informal presentations
by:
*making informal narrative
presentations about an event
with a clear and simple plot
(e.g. telling a short story to
the class about a made-up
character's journey to outer
space)
*making informal
presentations describing a
person, place or thing with
close attention to details (e.g.
telling the class about the
early childhood of Abraham
Lincoln)
While participating in grade
appropriate tasks, the
student makes both formal
and informal presentations
by:
*making formal narrative
presentations that are organized
around a topic sentence (e.g. a
story about a family vacation)
*making formal descriptive
presentations that are organized
around a topic sentence (e.g. a
presentation that describes the
Solar System)
*demonstrating a command of
standard English when
speaking
While participating in grade
appropriate tasks, the
student makes both formal
and informal presentations
by:
*making formal narrative and
descriptive presentations that
are organized to include
supporting details (e.g.
delivering a presentation on
the life of an important
historical figure)
*attending to appropriate
volume when making formal
presentations
While participating in grade
appropriate tasks, the student
makes both formal and
informal presentations by:
*making formal, basic
presentations involving taking
and defending a position (e.g.
delivering a basic presentation
that defends a position on a
topic provided by the teacher)
*attending to appropriate
volume, pitch, and tone when
making formal presentations
(e.g. avoiding speaking in a
monotone voice during a
presentation)
*employing basic visual aids
such as pictures, charts, or
graphs during a presentation to
help the audience create a
mental picture of the topic
simple
Recognizing and
recalling specific
terminology such as:
- event
- sequence
- acting out
Recognizing and recalling
specific terminology such
as:
- detail
- describe
Recognizing and recalling
specific terminology such
as:
- plot
- narrative
Recognizing and recalling
specific terminology such as:
- topic sentence
- descriptive presentation
Recognizing and recalling
isolated details:
- supporting details
- volume
- formal
- informal
Recognizing and recalling
specific terminology such as:
- position
- pitch
- tone
- monotone
Recognizing and recalling
isolated details such as:
- understanding sequencing
in real life and in stories
- understanding how to
describe a person, place, or
thing
Performing basic processes
such as:
- describing characteristics of
narrative events
- describing characteristics of
details that enhance a
description
Recognizing and recalling
isolated details such as:
- understanding the
differences between and
informal and formal
presentations
Recognizing and recalling
isolated details such as:
- understanding how to form a
position
- understanding the elements of
defending a position
Performing basic processes
such as:
- describing characteristics of
formal and informal
presentations
- describing characteristics of
appropriate use of volume
Performing basic processes
such as:
- preparing basic visual aids to
accompany a presentation
- describing characteristics of an
effective presentation that take
and defend a position
- describing characteristics of
appropriate use of volume,
pitch, and tone
Recognizing and
recalling isolated
details such as:
- knowing that life
events need to be told
in sequence
Revised January 25, 2009
1
Recognizing and recalling
isolated details such as:
- understanding the features of
standard English
Performing basic processes
such as:
- describing characteristics of
narrative presentations
- describing characteristics of
descriptive presentations
- describing characteristics of
standard English
LISTENING AND SPEAKING: Speaking Applications
complex
6
7
8
9 and PreAP 9
10 and PreAP 10
11 and AP 11
12 and AP 12
While participating in
grade appropriate
tasks, the student
makes both formal and
informal presentations
by:
*making oral
presentations that are ontopic and incorporate
formal language
*making oral
presentations that are
clearly enunciated and
technologically
enhanced
*engaging in specific
speaking roles in group
discussion (e.g.
facilitator/discussion
leader)
While
participating in
grade appropriate
tasks, the student
makes both
formal and
informal
presentations by:
*making oral
presentations that
utilize language
which is concise,
engaging, and well
suited to the topic
and audience
*utilizing a variety
of multimedia
technologies to
communicate
information
effectively
While participating in
grade appropriate
tasks, the student
makes both formal and
informal presentations
by:
*presenting similar
content for various
purposes and to different
audiences showing
appropriate changes in
delivery
*presenting arguments to
persuade the audience
*developing an idea that
makes a clear, informed
conclusion
*arranging details,
reasons, and examples
logically in a
presentation
*anticipating and
addressing listener
concerns and counterarguments
*utilizing formal and
informal language that
are reflected in slang,
jargon, and different
language styles
While participating in
grade appropriate tasks,
the student makes both
formal and informal
presentations by:
*identifying pertinent
information to include in a
presentation
*delivering reports in
appropriate forms for
specified audiences (e.g.
utilizing technology to
present information)
*explaining and
synthesizing a variety of
visual information
*expressing and
supporting informed
decisions
While participating in
grade appropriate tasks,
the student makes both
formal and informal
presentations by:
*utilizing various
technology to enhance an
oral presentation
*defending an
argumentative position on
literary and non-literary
issues by sharing and
evaluating personal
response
*defending an
argumentative position on
literary and non-literary
issues by presenting
researched and
summarized information
*creating a context in
order to discuss an issue
*interpreting and
explicating data for a
presentation either for or
against an argument
While participating in
grade appropriate
tasks, the student
makes both formal and
informal presentations
by:
*utilizing various
technology to present
information appropriate
for the purpose and
audience
*developing
presentations by
implementing clear
research questions and
creative and critical
strategies (e.g. fact,
opinion, emotion)
*informing an audience
by using multimedia to
research and explain
insights
While participating in
grade appropriate tasks,
the student makes both
formal and informal
presentations by:
*giving formal oral
presentations using clear
enunciation, gestures, tone,
vocabulary, and
organization appropriate to
a specific audience
*making explicit use of
various techniques for
effective presentations
(e.g. voice, inflection,
tempo, gestures)
*delivering an argument
that supports a claim,
adopts a viewpoint and
tone toward an issue
*delivering an argument
that denotes convincing
reasons
for a particular viewpoint
Revised January 25, 2009
2
LISTENING AND SPEAKING: Speaking Applications
simple
Recognizing and
recalling specific
terminology such as:
- formal language
- facilitator
- enunciation
Performing basic
processes such as:
- staying on-topic
- using one technology
application to
communicate
information
- acknowledging the
facilitator in a group
discussion
Recognizing and
recalling specific
terminology such
as:
- concise
- engaging
- multimedia
Recognizing and
recalling isolated
details such as:
- understanding that
an oral presentation
needs to be suited
to the topic and the
audience
Performing basic
processes such as:
- using multimedia
technology
application to
communicate
information
Revised January 25, 2009
Recognizing and
recalling specific
terminology such as:
- slang
- jargon
- counter-arguments
Recognizing and
recalling isolated
details such as:
- understanding the
features of a persuasive
presentation
Performing basic
processes such as:
- recognizing when a
presentation needs to be
adjusted
-identifying whether a
presentation is
persuasive or not
- identifying formal and
informal language
Recognizing and recalling
specific terminology such as:
- pertinent
Recognizing and recalling
isolated details such as:
- understanding the features of
pertinent information
- understanding the features of
an informed decision
Performing basic processes
such as:
- identifying pertinent
information
- utilizing technology
enhancements for presentations
- interpreting visual
information
3
Recognizing and
recalling specific
terminology such as:
- explicate
Recognizing and
recalling specific
terminology such as:
- critical strategies
Recognizing and
recalling isolated
details such as:
- understanding the
features of an
argumentative
position
Recognizing and
recalling isolated details
such as:
- understanding that
various technology can
enhance a presentation
Performing basic
processes such as
- establishing a
research-based
position
- organizing an
argument
- using data for a
presentation
Performing basic
processes such as:
- identifying different
strategies to use in a
presentation
- developing appropriate
research questions
Recognizing and
recalling specific
terminology such as:
- tempo
- inflection
- gestures
- claim
Recognizing and
recalling isolated details
such as:
- understanding the
effectiveness of various
presentation techniques
Performing basic
processes such as:
- determining convincing
reasons to support a
viewpoint